题目内容

【题目】假定你是李华,你的英国笔友Tom已经在中国生活了很多年。你校将举办用英语讲中国故事的征文活动(essay activity)。请用英语写一封邮件邀请他写一篇稿件。

要点包括:

1.简要介绍活动目的;

2.Tom谈谈他在中国的所见所闻;

3.稿件要求长度约300词,交稿日期为1020日前。

注意:1.词数100左右;

2.可以适当增加细节,以使行文连贯。

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

【答案】Dear Tom,

I’m Li Hua. How have you been these days? Our school will hold an essay activity called “Tell Chinese stories in English”.

The activity is aimed at presenting the new image of China and helping people learn more about her. Having been living here for several years, you must have a lot to write about the topic. The contents can range from food and climate to customs and tourist spots. Please send an essay of around 300 words to me before the 20th, October if you are interested.

I’m eagerly looking forward to your reply.

Yours truly,

Li Hua

【解析】

这是一篇应用文,要求写一封信。

第一步:审题。审题的目的是获取重要信息。通过审题我们可以确定几个方面的信息。第一,假定你是李华,你的英国笔友Tom已经在中国生活了很多年。你校将举办“用英语讲中国故事”的征文活动(essay activity)。请用英语写一封邮件邀请他写一篇稿件。要点包括:1.简要介的所绍活动目的;2.Tom谈谈他在中国见所闻;3.稿件要求长度约300词,交稿日期为1020日前。第二,人称为第一人称和第三人称。第三,时态为一般现在时。

第二步:布局段落,确定主要段落,次要段落,段落数量。这篇写作段落数量为三段。第一段,向Tom介绍校将举办用英语讲中国故事的征文活动(essay activity)。第二段,1.简要所绍活动目的;2.Tom谈谈他在中国见所闻;3.稿件要求长度约300词,交稿日期为1020日前。第三段,期待回复。

第三步:确定关键词汇和短语: hold an essay“Tell Chinese stories in English”be aimed at present the new image of China and help people learn more about herwrite about the topicrange from...to...around 300 words to me before the 20th

第四步:确定较为高级的句子:现在分词作状语 Having been living here for several years, you must have a lot to write about the topic. if 引导的条件状语从句Please send an essay of around 300 words to me before the 20th, October if you are interested

第五步:连句成文,注意使用恰当的连接词进行过渡衔接:first of allBesidesFinally

第六步:注意书写,保持卷面整洁,避免划线,乱擦。

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【题目】How do young people learn best? This is something I think a lot when I am teaching foreign languages to young people. I often ______ that traditional teaching ______ are hardly effective for young brains to learn a foreign language.

After moving to southern Italy, I was ______ to have had the chance to ______ a private course teaching English to children under 7. I ______ children liked singing and enjoyed games so I wanted to use these ______ to help my students ______ English conversation skills. I found some fun and easy songs online,______ they loved. I also found the English version of some nursery rhymes (童瑶) they once were ______ with. All of them were very entertaining and helpful but ______ could still not have a basic ______ in English.

I wanted these guys to be ______ in the language I was teaching and I also wished them to speak it. I was eager to deliver 90 % of my lessons in English.______, I knew it would be difficult to get them to talk in a foreign language they ______ speak outside our lessons. So I had to ______ a simple yet effective plan.

One day I decided to ______ a dialogue in English and rather than simply getting students to repeat the phrases, I got them to sing and chant ()______. I discovered that chanting along to some conversational sentences was a practical way to get students to speak in English — it ______!

So when teaching English to young people now, I ______ them to make up their own songs and chants to help them remember ______ or complex sentences.

1A. suggest B. know C. find D. guess

2A. materials B. processes C. attitudes D. methods

3A. anxious B. lucky C. surprised D. puzzled

4A. get B. offer C. meet D. run

5A. considered B. realized C. proved D. insisted

6A. activities B. tools C. skills D. lessons

7A. develop B. practice C. support D. increase

8A. that B. when C. where D. which

9A. popular B. familiar C. similar D. particular

10A. students B. teachers C. writers D. readers

11A. conversation B. performance C. application D. contact

12A. experienced B. interested C. concerned D. caught

13A. Besides B. Therefore C. However D. Though

14A. fairly B. eagerly C. nearly D. seldom

15A. come up with B. put up with C. keep up with D. catch up with

16A. prepare B. manage C. connect D. bring

17A. that B. it C. one D. them

18A. mattered B. valued C. worked D. wondered

19A. persuade B. encourage C. remind D. command

20A. expressions B. conversations C. courses D. measures

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